This final degree proyect is base don a topic that currently has a great relevance: Promotion of the inclusion of students with disabilies. The main objetive is to promote the social inclusion of students with disabilities. First, we will choose four types of disabilities from the most common ones, and we will define and dossify them according with different authors. Later to benefit the inclusion in the center a tutorial program will be put in place by a group of students of the third cycle, totally voluntary by these, in wich they will be for a period of time the mentors of the students with disabilities; these will guide them through the center, will help in all kind of duties, activities will be done to take other person place, etc. As for the teachers, they will be given a survey to assess how they consider the school suitable for inclusion in order to make the appropiate changes. This survey will take place either public and private school, in order to make a comparasen between them.

Thanks to the tumultuous digital technologies development, nowadays we live in a world without boundaries, characterized by liquid communities that meet and collide, sometimes denying mutual recognition. We move in a communicative bulimia where information runs like in a circus where the sense and the value of 'communicating' are often lost, fueling forms of misunderstanding, violence and exclusion that contribute to fuel discomfort and isolation. In the information and knowledge society, communication is increasingly discriminating for emancipation and empowerment for people, organizations, and communities. For this reason, in the essay, we intend to deepen both the evolution of the community's space through digital technologies and the value and role of the concept of empowerment applied to community development. The essence of the essay is to reflect on its social implications in terms of welfare communities and valorisation of the heritage of relational goods that are constitutive of every social and community space.

The today’s challenge by the organizations of the public health service is perhaps basically constituted by the need to develop an individual and collective more professional empreneurship capable of urge internal and external resources through a specific and well-defined strategic orientation, in a very complex situation that can be seen on the one hand, the growing increase in demand and, on the other hand, a substantial reduction of the available resources. Therefore, needs to focus on the organization and on the organizing so strong more than in the past, as it is today that the organizations of the public administration delegated to the provision of health services are definitely emerged as active subjects is significant not only in the context of welfare but also in those occupied by the economy and from politics, those who work in a context crowded and competitive.

From some years burnout seems to have an increasing escalation among teachers, with serious consequences both for the person that lives the uneasiness and for the organization school and for the students. Burnout is not therefore a problem of the single teacher, on which to act individually; it asks instead for interventions of prevention and contrast to level of group and system, to realize through projects of training that promote cooperation and sharing inside the teaching staff and among the different components of the school.

Rethinking the role of educator in formal and non-formal educational context: this is the objective of the article. In the reflection we remember the Law 205 (c. 594-601) that regulates the profession. To recognize the value of the educator, we recall the studies of John Dewey, Maria Montessori, Jacques Maritain, Bogan Suchodolski and Jerome S. Bruner.Rethinking the role of educator in formal and non-formal educational context: this is the objective of the article. In the reflection we remember the Law 205 (c. 594-601) that regulates the profession. To recognize the value of the educator, we recall the studies of John Dewey, Maria Montessori, Jacques Maritain, Bogan Suchodolski and Jerome S. Bruner. The professional, cultural and ethical commitment make it possible declare the educator as a ‘teacher of cordial virtues’.

It has been 13 years since the European Year of Citizenship Through Education. The need of the role of the education relating to European Union’s issues is now clearer and clearer. Indeed, even though the Treaties define every inhabitant of the Member States as “citizen” and give him or her very specific rights and duties, the debates linked to the European Citizenship continue to be characterised by the vagueness and the uncertainty showed by the main characters of te story themselves. Much of the problem lies in the origin, which means in the education of the European citizens. Because of negligence or because of the lack of adequate information, many European inhabitants are European citizens without knowing it or they don’t know what this title really means. A lot of them are European citizens without having the awareness of beeing it. It is evident that the European Union, which is perceived far from people, has to be brought closer to the public. The education to European citizenship has become a priority in the school curricula of every Member State. So, this has happened in Italy too. But it seems that our country underestimated the importance of the problem.

For three years (1949-1950-1951), Maria Montessori was candidate to Nobel Price for Peace without succeeding.These Events, which have not been sufficiently studied in the personal and intellectual biography of Maria Montessori, are reconstructed in the present essay, basing on the documents from Nobel Price.org, from Unesco Archive and from Historical Archive of Luigi Sturzo Institute, where the documents of Maria De Unterrichter Jervolino are kept, who was the most convinced and influential supporter of the Maria Montessori’s nomination.The national and international political contexts of these events are reconstructed, on the view of the most general evolution of the montessorian elaboration and practices. The contribute of Maria Montessori to the education for peace is examined on his essential aspects, starting from her writings from the Thirties.

The aim of the following work is to analyze an effective method for managing the growing issues at the infant and adolescent level. The "Making Stories" method will be described, implemented by the Institute of Group Research and Generational Psychology (IRG) of Lugano, founded by Marcoli Ferruccio.

In performing germline therapy, looking from the topic of the ethical problems connected to our modal duties related to future generations our conclusion is that the refusal of applying the engineering technique in attempt to treat genetic diseases is not acceptable. A prohibition of this kind consists in an oversimplification because it can be founded only on a deterministic (once referred to individuals) and static (referred instead to the species) idea of the DNA.

In the present article, we will be focusing on the possible scenarios that could raise from the analysis of the anencephalic newborn as organ donor. These scenarios are as follows: 1) organ donation is banned; 2) organ donation is possibile according to the brain death criterion; 3) in order to perform organ donation, a changement is needed: we need to introduce the cortical death criterion; 4) finally, our perspective, which goes beyond utilitarianism and the dignity-based approach. We will conclude our article presenting some philosophical considerations regarding bioethical issues such as utilitarianism and dignity.

The article describes the research results on the competences ePortfolio for the recognition and validation of non-formal and informal prior learning within the framework of the adult education system in Italy, conducted by the author in the PhD in Theory and research in education, at the Department of Education of the University Rome Tre, between 2014 and 2016. It focuses on presenting the results of the research activity, which can be outlined on three different levels: individual, organizational and systemic. On an individual level, the research results confirm that the choice of the narrative-autobiographical method and the adoption of different narrative tools - as the ePortfolio - is effective for the reconstruction of own history and the valorisation of own competences. The figure of the “Expert in guidance for the identification of competences and the validation of prior experiential learning” reveals itself as the key figure of the procedures. The role of education, training, guidance systems and work organizations, in which the procedures need to be increasingly institutionalized, comes into play. They are called upon to equip themselves with devices specially designed to develop and manage such procedures, made up of dedicated offices, qualified personnel to provide related services, guidelines to be adopted in relation to methods and tools, which can be used.

The research is of an exploratory nature and constitutes an initial study phase describing the digital habits and behaviour of the teaching staff during the period in which the 2007-2013 PON was in effect in the Regions covered by the Convergence Objective (Calabria, Campania, Puglia e Sicilia). The present paper, taking the availability of ICTs as a necessary condition for the development of digital competencies in the classroom, offers a number of reflections on the relation between the perception of one’s own self-efficacy in the use of ICTs and the use of technology in personal didactic action. The observation of one’s perception of one’s own digital self-efficacy follows two lines of inquiry. On the one hand, what is measured is the level of faith that teachers have in their own professional competence. On the other, an articulation of digital competence in the main activities that are connected to it is suggested.

In creating an effective and positive work environment in which prospects for organizational well-being are sought, the ability to communicate, the capability to relate to "team spirit" and the widespread sense of responsibility towards goals shared all play an essential role. In these dynamics of individual and organizational empowerment, it is a matter of enhancing the work dimension in a spirit of participation and continuous comparison between different people in different professional roles, according to a horizontal approach where the keywords are sharing, engagement, sense of responsibility, motivation to act in the achievement of common goals and through human and professional relations based on mutual respect.